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Re: 5th grade activity
Posted:
Apr 20, 1995 9:08 AM


>>On Wed, 19 Apr 1995 roitman@oberon.math.ukans.edu wrote: >> >>> Re: Cathy Brady's "where's the math?": If surfaces and edges aren't math, >>> what is? If geometric reasoning isn't math (see comment in first >>> paragraph), what is? >> >>Somehow I don't think that's the answer that will sell someone without a >>graduate degree in mathematics. >> >> Cathy Brady Math Specialist/Education >>cbrady@umd5.umd.edu Maryland Science Center >>Opinions are my own "Beyond Numbers" exhibit >>or something I overheard Baltimore's Inner Harbor > > >This is worrying. It means that somehow we (meaning the collective >community of everyone who has taught K16 mathematics in this country >since, say, 1880) have managed to communicate that mathematics is extremely >narrow. It also means that those of us in the trenches feel pressure to >justify what is done in school mathematics by that narrow definition. How >can we get out of this bind? > > > > ==================================== > Judy Roitman, Mathematics Department > Univ. of Kansas, Lawrence, KS 66049 > roitman@math.ukans.edu > ===================================== > Judy I think you are approaching this from the wrong angle. We have an obligation to justify what we do in terms that are understandable by all of those concerned, not just those with degrees in math. I'm not sure that means that we have to narrow what we do  just improve the communication.
Andy :::::::::::::::::::::::::::::::::::::::::::::: A. Karassowitsch Learning Assistance Teacher R.L. Angus Elementary School District #81  Fort Nelson, BC Canada <akarasso@cln.etc.bc.ca>



